哈师小付来超IntheBathroom.doc

EEC四年级下Unit8In the Bathroom第一课时教学设计师范附小 付来超教材分析：本单元主要内容为表达正在做的事情及会说房间构造的用语，通过联系实际生活，秉承“以故事激发兴趣，以任务引领学习，在情境中学英语，在实际中学应用”原则，让学生在故事情境下、预测感知下、问题引领下逐渐理解课文大意，并准确模仿课文对话。教学目标1. 技能目标：了解整课故事情境。能理解人物对话，模仿录音，朗读对话，表演对话。2. 知识目标：学习房间名称,学会问答所处的位置。学习表达正在做的事情。3. 学习策略：培养学生理解大意和细节、在语境中猜测词意、句意的学习策略。4.情感态度：发现生活中力所能及的事。教学流程GreetingSing a song : Where Is the Gift shop1.Revision Who are they? (LiLi and Ken.)Where are they going? (They are going to the post office.)Do they know where is the post office? (No.)Who helps them? (A policeman.)Do they send the box and the letter?(Yes,they do.)设计意图：以歌曲热身，激发学生学习的兴趣，同时复习上节课所学内容，为新知做储备，很自然的引入到新课的学习。2.Look and anwer :Who are they? Where are they? (At home.)What is Ken doing?Whats wrong with Betty? (She is shouting.)What can you see in the room?How many rooms can you see? (Three.)How many rooms are there in your house?设计意图：学生看图后先对文本进行提问，把话语权交给学生，让学生充分的思考文本内容。在逐图谈论的过程中引导学生观察图片，了解背景信息，预测故事发展，为细节学习做好铺垫。While-listening:Setting Up the Framework Listen and fill in the blanks:Ken is in the _. (living room)He is _. (watching TV)Putting Details in the Framework设计意图：提出框架预测问题，听情境版录音，通过听音让学生检测自己刚才的预测是否正确，帮助学生解决图片的主要预测部分。Listen and answer:Part 1: Is mom in the living room? What does she want to find? Is dad with Ken? Where is dad ?What is dad doing?(working)设计意图：通过观察图片中的人物，以及人物所处的房间，先提表面问题，在第一次看图听音后请学生找出问题答案。第二次听音前提出理解性问题，再次听音后找到问题答案。通过提问-预测、猜测-听音检测完成细节教学的过程。Part 2: Where are dad and Ken? What does dad want to know ? What is Ken watching? Does Ken like it? How do you know? ( funny)设计意图：从细节入手，让学生自己发现相同场景中新出现的人物dad，给出问题引导学生思考。Part 3: Where is Betty? ( bathroom)Whats wrong with Betty? (spider)设计意图：从细节入手观察场景及人物的变化，听录音找出问题答案。听音过程中借助图片实物使学生理解spider含义。Part 4: Is Ken scared , too? Why? What does Betty tell them to do?(take it away) What does Ken discover?(big, small) What does Ken want?设计意图：观察Ken的表情，找出问题1答案，进而引出Ken的发现以及要做什么。从细节观察答案后听音。Post-listeningPractice 1. Listen ,fill the blanks and reapeat. 2. Listen and reapeat in groups. 3. Listen and repeat. 4. Read and act in your group .设计意图：通过过渡语和问题帮助学生回忆故事，在回忆每句话时进行听音模仿。提出问题后给学生1-2秒的思考时间，再听录音模仿，以加深学生对故事的理解及记忆，为之后的课文表演做铺垫。在理解内容之后表演对话，注意动作表情，请学生评出最喜欢的角色。Dialog Discussion1 What else can Ken do at home ? 2 After finishing your homework,what meaningfulthings can you do ? (read books,help mom cook,help dad work)设计意图：通过说出平时可以做的事情，适当对学生进行德育教育，引导学生在课余时间帮助家长做力所能及的家务。Homework 1. listen,read and write the dialog.2. Write:Words: living roo